BERA Inclusive Education SIG

What is Inclusive Pedagogy?

Friday 14 May 2010

10.00-15.00

Room 2097 Building 32

School of Education, University of Southampton

Programme

10.00    Refreshments & welcome

10.15    Opening Keynote –Brahm Norwich

             Does inclusive pedagogy require specialist teaching?

11.05    Break

11.20        Presentation and discussion forum

             Sue Davies & Andy Howes:

Using action research to develop inclusive practice-school, teacher and pupil perspectives

Mairi Ann Cullen:

The Inclusion Development Programme (IDP): baseline findings about impact on pedagogy

Melanie Nind, Kieron Sheehy & Janice Wearmouth:

An emerging picture of inclusive pedagogy as evidence accumulates

12.45         Lunch

1.45            Closing Keynote – Lani Florian & Kristine Black-Hawkins

             Exploring Inclusive Pedagogy 

2.45      Final discussion and suggestions for the next event

3.00      Close                                                                        

Biographies and abstracts

Brahm Norwich is Professor of Educational Psychology and Special Educational Needs at the Graduate School of Education, University of Exeter. His current research interests are in pedagogy and curriculum for moderate learning difficulties, special pedagogy for special children, initial training and education of teachers for special needs and inclusive education and dilemmas in policy and practice. He has authored with Ann Lewis ‘Special teaching for special children? pedagogies for inclusion’ (Open University Press, 1994).

Drawing on the findings of the TLRP project ‘Facilitating Teacher Engagement in More Inclusive Practice’, Sue Davies and Andy Howes will discuss the views of senior managers, teachers and pupils about the meaning of inclusion in their day to day school experience, and their opinions of the value and impact of using action research to develop inclusive practice. Sue M.B. Davies is a Senior Lecturer in the School of Education Studies and Social Inclusion at Trinity University College, Carmarthen and represents Wales on the BERA Executive Council. Andy Howes is a senior lecturer in the Faculty of Education at the University of Manchester.

Mairi Ann Cullen is a Senior Research Fellow in the Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick. She presents early findings about the Inclusion Development Programme arising from an evaluation project funded by the DCSF. The evaluation covers a number of initiatives (from the TDA, the National Strategies and the Michael Palin Centre), all aiming to enhance inclusive ‘Quality First’ teaching. The evaluation is directed by Professor Geoff Lindsay, CEDAR, University of Warwick, and Professor Julie Dockrell, Institute of Education, London. 

Melanie Nind, Professor of Education at the University of Southampton, Kieron Sheehy, senior lecturer at The Open University and Janice Wearmouth, Professor of Education at University of Bedfordshire present a picture of inclusive pedagogy built from three connected systematic reviews (conducted together with Jonathan Rix & Kathy Hall) commissioned by the TDA. The emergent principles of inclusive pedagogy are based on rigorous empirical studies of including children with special educational needs in mainstream classrooms.

Lani Florian is Professor of Social and Educational Inclusion at the University of Aberdeen where she is working with colleagues in the School of Education on the reform of initial teacher education programmes to ensure that all teachers are prepared to work in inclusive schools and classrooms. This work is informed in part by her research (with Kristine Black-Hawkins and Martyn Rouse) on achievement and inclusion. Kristine Black-Hawkins is lecturer at the University of Cambridge, teaching in the area of inclusive education. She is the co-author of ‘Achievement and Inclusion in Schools’ (with Lani Florian and Martyn Rouse). She is currently researching teachers’ understandings of inclusive pedagogy. Their paper presents a recent study of teachers’ craft knowledge of their inclusive practice.